School climate, satisfaction with live, and school victimization. An analysis of the moderating effect of gender.

Authors

  • Belén Martínez-Ferrer Universidad Pablo de Olavide de Sevilla
  • Amapola Povedano-Díaz Universidad Pablo de Olavide de Sevilla
  • Luís V. Amador-Muñoz Universidad Pablo de Olavide de Sevilla
  • David Moreno-Ruiz Universidad Pablo de Olavide de Sevilla
DOI: https://doi.org/10.6018/analesps.28.3.156121
Keywords: Victimization, school adjustment, school climate, non-conformist reputation, satisfaction with live.

Supporting Agencies

  • Esta investigación se ha elaborado en el marco del Proyecto de Investigación PSI2008-01535/PSIC del Ministerio de Educación y Ciencia de España
  • y del Proyecto de Investigación Educativa 2009 PIV-015/09 Junta de Andalucía y fondos FEDER

Abstract

This study has two aims: (1) to analyze the relationships of school climate and school adjustment with school victimization in adolescents through their relationships with non-conformist reputation and satisfaction with live, and (2) to explore the moderating effect of gender on these relationships. Participants were 1884 Spanish adolescents (52% boys and 48% girls), aged from 11 to 17 years. Structural equation modelling was carried out using the EQS program. Results shows that school climate and school adjustment are both directly and indirectly related to the school victimization, through its satisfaction with live. It has also found that gender has a moderating effect of gender on the path school climate and non-conformist reputation. Finally, results and its possible implications are discussed.

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Author Biography

Amapola Povedano-Díaz, Universidad Pablo de Olavide de Sevilla

Universidad Pablo de Olavide de Sevilla
How to Cite
Martínez-Ferrer, B., Povedano-Díaz, A., Amador-Muñoz, L. V., & Moreno-Ruiz, D. (2012). School climate, satisfaction with live, and school victimization. An analysis of the moderating effect of gender. Anales de Psicología / Annals of Psychology, 28(3), 875–882. https://doi.org/10.6018/analesps.28.3.156121
Issue
Vol. 28 No. 3 (2012)
Section
Developmental and Educational Psychology

 

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